Bringing together faculty from across the humanities, social sciences, and health arts disciplines, the Goddard Graduate Institute seeks to integrate scholarship and personal development with social, ecological, artistic and cultural action to support students who want to effect positive change in the world. The Faculty works with students enrolled in the following GGI programs:
Ruth Farmer, Program Director
- Sarah Bobrow-Williams
- Karen Campbell
- Francis Xavier Charet
- Katt Lissard
- Caryn Mirriam-Goldberg
- James Sparrell
- Frederick Tutman
- Sarah Van Hoy
- Lise Weil
- Lori Wynters
Goddard offers students the ability to chart their own paths and develop, or further develop, the habits and skills of life-long learning.
An application for admission to a graduate program may be questioned or rejected because of:
- Curricular Limits: The proposed study appears to require expertise not available at Goddard.
- Critical Inquiry: The proposed study appears to consist in research or other activities designed to proselytize for a theory or point of view important to the applicant, rather than a scholarly study of that and other theories or points of view.
- Readiness: The student has not earned a baccalaureate degree or its international equivalent or application materials otherwise indicate the student is not ready for a graduate-level, writing-intensive independent program of study.
Twice a year, at the start of each semester, students attend an intensive eight-day residency at the College’s Plainfield, Vermont campus. Residencies are a rich time of exploration, connection, and planning.
At the start of the semester, students attend an intensive eight-day residency in Vermont, followed by 16 weeks of independent work and self-reflection in close collaboration with a faculty advisor. Goddard pioneered this format nearly a half century ago to meet the needs of adult students with professional, family, and other obligations seeking learning experiences grounded in the real-world.
Residencies are a time to explore, network, learn, witness, and share with peers, staff, and faculty. Students work with advisors and peers in close-knit advising groups to forge individualized study plans that describe their learning objectives for the semester.
Working closely with their faculty advisors, and supported by fellow learners, students identify areas of study, personal goals, relevant resources, and avenues to achieve these goals. Students also attend and are invited to help organize workshops, keynote addresses, celebrations and other events intended to stimulate, inspire, and challenge.
This low-residency model combines the breadth of a collaborative community with the focus of personalized learning, enhanced by insightful exchanges with a faculty advisor.